Behavioural Learning theory in Classroom

Understanding and applying the principles of behavioural learning theory will help teachers to change their lessons effectively for classrooms (Abromitis, 2009). Problem behaviours disrupt class, interfere with student learning and make meaningful instruction impossible. It is the teacher’s responsibility to identify the problem behavior and its cause, and replace it with more desirable behavior (Abromitis, 2009). Borich and Tombari (1996) states that a skill teacher gets learner to respond correctly by bringing correct responses under stimulus control.(Borich & Tombari, 1996, p. 117). According Ashton (2010),as cited by (Laureate 2008), behaviorist learning theory in the classroom is due to “operant conditioning” which bases learning on reinforcing desired behaviors and punishing undesirable one. However classical condition also underlines many learning experiences in the classroom (Long, 2000, p. 273)

The concept of classical conditioning was developed by behavioural theorist Ivan Pavlov (1849- 1936). Borich and Tombari (1996), define classical conditioning as the process by which an unconditioned, neutral stimulus and as unconditioned response are paired repeatedly to become a conditioned stimulus that elicit a conditioned response. Slavin (2000), define classical conditioning as the process of repeatedly associating a previously neutral stimulus with an unconditioned stimulus in order to evoke a conditioned response. From these two definitions we can see the key element in classical conditioning is association. It states that two stimuli repeatedly experienced together they will become associated. The principles Pavlov outlined can be applied to learned emotional reaction and learned emotional reactions, are central to the educational process (Betham, 2002, p. 22).

The teacher’s role is to be aware of the classical condition paradigm and use it to build positive association between teaching activities and learning (Borich & Tombari, 1996, p. 107). As teachers, we want our learners to acquire positive attitudes toward us and our subject. Borich and Tombari (1996) explain that, at the beginning learning activities are neutral stimuli, but overtime the teaching process become conditional stimulus that elicit emotion ( or conditioned response) of interest and joy, evoke approach behaviour such as studying and asking questions, and even arouse psychological responses and naturalness.It is essential that learning be a positive experience, as unpleasant emotional association will interfere with learning process (Betham, 2002, p. 22).  According to Woolfolk (2003), classical condition can be applied in classroom through:

-          Associating positive pleasant events with learning task.

-          Helping students to risk anxiety-producing situation voluntarily and successfully.

-          Helping students identify differences and similarities among situations so they can discriminate and generalize appropriately.

Another behavioural learning theory that is used in classroom is the operant conditioning theory formulated by B.F Skinner. Thorndike (1874 – 1949) was the pioneer in studying this kind of learning. His famous formulation of Law of effectlies at the heart of operant conditioning. Operant conditioning states that environmental contingencies or the environment’s ‘reaction’ to an individual’s controls that individual’s behaviour (Betham, 2002, p. 23).  Borich and Tombari (1996), explain operant conditioning as a reinforcement of correct response after it has already occurred to increase the likelihood that the responses will occur again. Likewise Slavin (2000), define operant condition as the use of pleasant or unpleasant consequences to occurrence of diminish or enhance behaviour.

Skinner points our most of the behviours that we acquire in school can be classified as operant conditions(Borich & Tombari, 1996, p. 112). According Borich&Tombari, Complying rules, following important routines such as lining up or changing learning groups, completing homework, writing legibly and working independently are behaviours teachers can gradually strengthen, shape and refine through operant condition.Operant conditioning can be applied in the form of ‘behaviour modification’ to manage problem classroom and increase work involvement(Long, 2000, p. 15). Betham (2002), state that theorist like Skinner (1903 – 1991) says that actions that are followed by reinforcing consequnces are more likely to re-occur, and that the actions that are folloewd by unpleasent or punshing consequences are less likely to re-occure.

References:

Abromitis, B. (2009, March 29). Modifying Behavior in an Elementary Classroom. Retrieved July 3, 2012, from New Teacher Support: http://suite101.com/article/modifying-behavior-in-an-elementary-classroom-a95637

Ashton, L. (2010, March 22). Behaviorist Learning Theory in the Classroom. Retrieved July 3, 2010, from Ashton's World: http://lonnieashton.edublogs.org/2010/03/22/behaviorism-in-practice/

Betham, S. (2002). Psycology and Education. Florence,KY, USA: Routledge.

Borich, G. D., & Tombari, M. L. (1996). Educational Psychology: A Contemporary Approach (2nd Edition ed.). USA, USA: Addison-Wesley Educational Publishers Inc.

Long, M. (2000). Psycology of Education. London: Routledge.

Slavin, R. E. (2000). Educational Psychology: theory and practice (6th Edition ed.). USA: Prentice Hall.

Woolfolk, A. (2003). Educational Psycology (9th Edition ed.). India: Dorling Kindersley(India) Pvt Ltd.